REFLEXÕES DISCURSIVO-ENUNCIATIVAS SOBRE A INTERAÇÃO EM SALA DE AULA (DE CIÊNCIAS)

Abstract

The purpose of this paper is to discuss the learning process especially in relation to the role of language in the construction of knowledge through social interaction. The proposed discussion will be supported by the analysis of an excerpt from a sixth grade Science classroom discourse, as an example of the heteroglossic nature of classroom interaction, which provides a possible view of the social construction of knowledge through what Bakhtin called “the assimilation of the other’s discourse”. This aproach represents an atempt to re-interpret Vygotsky’s notion of “internalization”. Besides, it’s also possible to notice through the analysis mentioned above that, in spite of it’s assimetric feature, classroom interaction may have a non-authoritative character and help build subjects empowered in and through discourse.